Unit 3 — ES: Earth's Systems and Materials
Description
This unit examines Earth's systems and materials, focusing on how rock strata and fossils organize geological history and how geoscience processes change Earth's surface over time. Students develop models of Earth's material cycles and energy flows, analyze evidence from plate tectonics, and investigate the carbon cycle including its role in climate change. The unit connects Earth's dynamic history to contemporary environmental challenges and engineering solutions.
Essential Questions
- How can rock strata organize Earth's history?
- What are some pieces of evidence that prove Earth's surface has changed?
- How has the seafloor changed over time?
- What can you do to help rebalance the carbon cycle?
Learning Objectives
- Construct scientific explanations based on evidence from rock strata for how the geologic time scale organizes Earth's 4.6-billion-year-old history
- Develop models to describe the cycling of Earth's materials and the flow of energy that drives these processes
- Analyze and interpret data on fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions
- Construct explanations for how geoscience processes have changed Earth's surface at varying time and spatial scales
- Collect evidence about processes that change Earth's surface at large scales such as plate motions and small scales such as landslides
- Define carbon as a necessary component of Earth and describe its role in the carbon cycle and climate systems
- Explain why engineers work to understand and rebalance the carbon cycle to reduce harmful CO2 emissions
Supplemental Resources
- Graphic organizers for organizing geologic time scale and fossil evidence
- Printed images and diagrams of rock strata, fossils, continental shapes, and seafloor structures for data analysis
- Chart paper for creating models of Earth's material cycles and energy flow systems
- Markers and colored pencils for constructing visual representations of plate tectonics and past plate motions
- Index cards for sorting and organizing information about geoscience processes at different time and spatial scales
No core standards aligned for this unit.
Students read science and technical texts to gather and analyze information about matter and its properties, citing textual evidence to support conclusions and integrating information presented in diverse formats including diagrams, graphs, and models.
Students apply ratio and rate reasoning to solve real-world problems related to properties of matter, and use abstract and quantitative reasoning and mathematical modeling to analyze data from chemical and physical processes.
Formative Assessments
- Analysis of rock strata and fossil records to determine relative ages and construct timelines of Earth's history
- Data interpretation activities using graphs, tables, and visual representations of Earth's systems and plate motions
- Student-constructed models demonstrating the cycling of Earth's materials and energy flow
- Written explanations and discussions about evidence for plate tectonics and surface changes over time
- Investigations comparing information from experiments, simulations, and multimedia sources with text-based information
Summative Assessment
Students construct scientific explanations based on valid and reliable evidence from multiple sources demonstrating understanding of how rock strata organize Earth's history, how geoscience processes change Earth's surface, and how the carbon cycle functions in relation to climate change and engineering solutions.
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through a guided lab discussion, labeled diagrams with teacher support, or a recorded explanation of rock strata and fossil evidence instead of written responses. Visual aids such as annotated images of geological layers, pre-made model components, or sentence frames may be provided to scaffold understanding of geoscience processes and Earth's systems.
IEP (Individualized Education Program)
Students benefit from graphic organizers and visual timelines to support understanding of geologic time scales and sequencing of Earth's history, which can be challenging to conceptualize abstractly. Provide pre-labeled diagrams of rock strata layers, the rock cycle, and the carbon cycle so students can focus on understanding processes rather than producing complex illustrations from scratch. For written explanations and model-building tasks, allow students to demonstrate understanding through oral responses, labeled diagrams, or dictated explanations as alternatives to extended writing. Breaking multi-step tasks—such as constructing a model of Earth's material cycles—into smaller, sequenced steps with checkpoints helps students maintain focus and build toward mastery of key concepts.
Section 504
Extended time should be provided for data interpretation tasks and written explanations involving complex visuals such as cross-sections of rock strata or plate tectonic maps. Preferential seating and reduced-distraction environments support sustained focus during longer inquiry and analysis tasks in this unit. Providing printed copies of any diagrams, graphs, or multimedia content referenced during instruction ensures students can reference and annotate materials at their own pace.
ELL / MLL
This unit introduces specialized geoscience vocabulary—such as strata, tectonic plates, carbon cycle, and erosion—that should be pre-taught using visual supports like labeled diagrams, illustrated word banks, and short video clips before encountering the terms in text. Simplified, step-by-step directions for data analysis and model-building tasks help students access complex content without being blocked by language demands. Where possible, connecting Earth's systems concepts to landforms, weather patterns, or environmental events familiar from students' home regions or cultural backgrounds can build meaningful prior knowledge and engagement.
At Risk (RTI)
Connecting this unit's big ideas—such as how Earth's surface changes over time or how carbon moves through the environment—to observable, real-world examples like local landforms or news coverage of climate events provides accessible entry points for students who may struggle with abstract timescales. Scaffolded versions of data interpretation tasks, such as partially completed graphs or guided analysis questions, allow students to engage with the same evidence as peers while reducing cognitive overload. Frequent, low-stakes check-ins during model-building and explanation tasks help identify misconceptions early and keep students progressing toward understanding of core concepts.
Gifted & Talented
Students ready for deeper engagement can investigate the interrelationships among multiple Earth systems—exploring, for example, how plate tectonic activity influences the carbon cycle or how mass extinction events recorded in the fossil record connect to rapid climate shifts. Encourage independent or small-group research into current geoscience challenges, such as carbon capture engineering or the long-term geological impact of human activity, drawing on sources beyond the classroom including scientific journals or data from organizations like USGS or NASA. Students may also explore the history and philosophy of science embedded in this unit, analyzing how the theory of plate tectonics was initially rejected and later accepted, as a lens for understanding how scientific evidence accumulates and reshapes understanding over time.